Districts Institute of Education & Training (DIET)


Planning

DIETs are the nodal institute for improving the quality of elementary education in the district. They are mandated to transact pre-service and in-service training programmes for elementary school teachers. The DIETs need to be strengthened in all aspects, in terms of organizational and physical infrastructure, academic programmes, human resources and financial support. Under the revised scheme, the responsibility of DIETs has grown multifold, especially in the context of the RTE Act, RMSA and NCF 2005. It is not limited only to teacher training but also act as an institution to manage quality aspects in schools. It works for professional development of teachers, intra district academic coordination, academic assessment, monitoring and for research. It also caters for ICT in schools, innovative practices and academic planning in the district. Under the National Policy of Education 1986, DIETs have been established in 33 districts of the state to improve the quality of education by providing pre-service and in-service training to the teachers.

Role

  • DIET would continue to be the nodal institution at the district level, to transact pre-service and in-service training for elementary school teachers.
  • DIET will also be responsible for in service training of secondary school teacher under RMSA, if there is no CTE for the district or the existing CTE is not able to fulfil the requirement due to inadequate capacity in relation to the total number of teachers to be trained.
  • DIET would also organize and support professional development of teachers and leadership development programme for Head masters, senior teacher and school management committees on a continued basis.
  • DIET would serve as an education resource centre for the district in the conjunction with BITEs, BRCs, CRCs.
  • Addressing district specific material development and action research programmes for special groups in the district.
  • Developing district academic plans and monitoring the quality of schools teaching.
  • Designing intervention for direct support to schools and work with special groups in the districts.
  • DRCs to be upgraded to DIETs on a need basis.